Early semester migrant students face significant psychosocial adjustment challenges in higher education, requiring personal independence while balancing a new academic workload. This transitional phase often triggers academic procrastination, characterized by the intentional delay of course assignments. This study aims to describe in depth how long-distance communication patterns with parents affect the psychological dynamics and academic procrastination behavior among migrant students. A descriptive qualitative approach with a case study design was employed. Data were gathered through semi-structured in-depth interviews with six second-semester migrant students at Universitas Pendidikan Indonesia, originating from various regions (Sumatra, Kebumen, Jakarta, Bogor, and Sukabumi). The results reveal a paradoxical dynamic: intensive long-distance communication with parents (via video calls and WhatsApp chats) effectively provides emotional comfort, enhances external motivation, and reduces homesickness and loneliness. However, this communication support does not directly decrease daily procrastination intensity. Task postponement remains prevalent, heavily triggered by failures in internal self-regulated learning, mood instability (bad mood), and digital distractions such as social media doom scrolling. This study concludes that parental communication serves as a crucial pillar of emotional support, but its effectiveness in mitigating procrastination depends entirely on the students' internal self-regulation capacity. This study recommends that higher education counseling services develop targeted programs to strengthen self-regulation skills and emotional management among nomadic students.